| Summary: | 碩士 === 國立台中師範學院 === 初等教育學系 === 83 === The purpose of the study was to investigatethe differences
of personal character among gifted students and their influence
in learning behavior , living adaptation in order to provide
suggestions for education and guidance for gifted students in
Taiwan.
Subjects included 316 3rd and 5th graders of gifted classes
at 7 gifted experimental elementary schools in the Tai-Chung
metropolitan area. The following standardized instruments were
employed: Group Embedded Figure Test , Locus of Control Scale
for Children ,Learning Styles Inventory , Achievement Motive
Questionnaire , Self-attitude Questionnaire for Children ,
California Test of Personality ; Chi-square test , Student's
t-test , product-moment correlation , one-way analysis of
variance , two-way analysis of variance , Shceffe' method
multiple comparison, stepwise regression,canonical correlation
, discriminatory analysis , were used to analyze the collected
materials. The obtained results indicated:
ヾElementary schools gifted students with different gender
, grade and family sociol-economic status have no
significant difference in cognitive style.
ゝThere is no significant difference in beliefs in locus of
control for gifted students with differeut grades and
family socio-economic status. But there is a significant
difference in terms of sex, that is, girls tend to have
more internal control.
ゞThere are no significant differences in personal character
, learning behavior , living adaption for gifted students
with different cognitive styles.
々There is a significant difference in personal character
,learning behavior , living adaption for gifted students
with different beliefs in locus of control Students with
internal control are better than those of external control.
?D ぁIn terms of gender , girls are better than boys in self-
concept,learning behavior , and living adaption.
?E あThere are significant differences for different grade
gifted students in personal character , learning behavior,
living adaption. Higher grade gifted students are better
in cognitive ability , achievement motivation and social
adjustment;but lower grader gifted students are better
in self-satisfaction and withdrawal tendency.
?F ぃThere is no significant difference in these three areas
for gifted students with different family socio-economic
status.
?G いThere is a positive relationship among gifted students
personal character,learning behavior,and living adaption.
ぅAchievement motivation,self-attitude for personal character
, beliefs in locus of control are major predictors for
learning behavior for gifted students. And beliefs in locus
of control and self-attitude for personal character are
major predictors for living adaption for gifted students.
うThe typical relationship among learning behavior, living
andaption and personal character for elementary schools
gifted students is very significant.
?J ?@There are significant differences in achievement motivation
,self-concept and learming hehavior for gifted students
with different genders and grades. They are all better in
field-independence internal control and field-dependence
internal control.
?K ?AThe first discriminant function coefficient can predict
perceptual expectancy style of the gifted students. The
accuracy is 51%. The major prdeictors are the sense of
belonging and family relationship.
|
|---|
